a Teacher of this Lesson: Nicole Eagleston Group Members: Staci Schaffer, Beth Ginsburg, Cooper Tisch, and Christa Kovanis Thematic Unit Theme/Title/Grade Level: Geography / Maps, Globes, America and More / 2nd Grade Group Wiki space address: sse3312geography.wikispaces.com Daily Lesson Plan Day/Title: (Friday) Day 5 / Cardinal Directions, Latitude, and Longitude Lesson Length: 45-50 minutes a
Learning Objectives
Goal Objective
Second grade social studies students will learn cardinal directions, latitude, longitude, Equator, and Prime Meridian, so that when completing a riddle the student describes their continent, country, or ocean using the above terms with 80% accuracy.
Student Objectives
Students will be able to identify cardinal directions, North, South, East, and West, and locate this map element on a map.
Students will be able to identify and describe latitude, longitude, Equator, and Prime Meridian.
Students will be able to identify and label their location, and other locations, on a map and globe using cardinal directions, latitude, and longitude.
NCSS Theme/Next Generation Sunshine State Standards
SS.2.G.1.1: Use different types of maps (political, physical, and thematic) to identify map elements.
SS.2.G.1.3: Label on a map or globe the continents, oceans, Equator, Prime Meridian, North and South Pole.
SS.2.G.1.4: Use a map to locate the countries in North America (Canada, United States, Mexico, and the Caribbean Islands).
Student Activities & Procedures (Design for Instruction)
1. Anticipatory Set
Begin by having students play a quick round of the “What Am I?” game. The teacher will remind students how to play. The students at each table of 5 will choose one student to guess the continent or ocean that is stuck to that student’s forehead. The other 4 students will each provide one clue that describes the subject on the index card, after which the chosen student will guess what they are. A timer will be set for 5 minutes.
Teacher will ask students to give some examples of how they described the subject of the index card.
2. Objective
Teacher will tell students, “Today we will be learning about Cardinal Direction, latitude, and longitude which provide us with other ways to describe where a location is.”
3. Input
Each table is provided with a globe and a map.
Teacher reminds students of the map elements, and points out the direction symbol labeled with N, S, W, E.
Teacher asks students if they know what any of those mean.
Teacher explains that each of those letters stands for a cardinal direction. N is north, S is south, W is west, and E is east. Each of these is a direction that describes where something is. North on a globe or map is always up, while South is down. West is on the left and East is on the right.
Teacher has the students observe the horizontal and vertical lines that run across the globe, and shows them that maps have them as well.
Teacher displays a large map at the front of the classroom, easily seen by all students.
Teacher explains that the lines running up and down, North and South, are lines of longitude, and that the lines going across, West and East, the globe are lines of latitude. These lines form an imaginary grid on the map or globe that help pinpoint locations of places on Earth.
Teacher has students observe the numbers in degrees on the map and globe and explain that lines of longitude and latitude are expressed in degrees.
Have students locate 0 degrees longitude line on the globe or map.
Teacher shows on large map where it is and explains that this is called the Prime Meridian.
Have students locate 0 degrees latitude line on globe or map.
Teacher shows on large map where it is and explains that this line is called the Equator.
Teacher provides handout for students to keep in their social studies binder that visually represents these concepts and defines key terms. A crossword puzzle worksheet is handed out for students to work on if they have free time.
Teacher shows them how to locate places on the large map using directions such as, the ocean that is to the right of the US. The continent north of the US. Students find these locations on their maps as well. Also, have students locate a certain degree line of latitude or longitude such as, 30 degrees longitude or 60 degrees latitude.
5. Check for Understanding
Teacher uses the blow up globe to toss to students to find on it the place the teacher states by using north, south, east, west, latitude, and longitude.
6. Guided Practice
Teacher uses cards from “What Am I?” game and has students describe the card by using cardinal directions, latitude, and/or longitude.
Teacher has students find their home on globe or map.
Students describe their location using cardinal directions, latitude, and longitude.
7. Independent Practice
Students create their own “What Am I?” riddle, incorporating cardinal direction, latitude, longitude, Equator, and Prime Meridian to describe the country, continent, or ocean that they choose.
Teacher collects riddles.
8. Closure/Summary
Congratulate students on creating such great riddles. Remind students again of the different cardinal directions, north, south, east and west, longitude, latitude, Equator, and Prime Meridian, using the large map to show each.
Students fill in what they have learned on their KWL chart.
Students will review their entire KWL charts as a small group at their table. Teacher also prompts students to not only look at what they have learned but to see if they have gotten an answer to anything from the W, of what they wanted to learn.
Students choose a representative from each table to share with the class some things that they have learned.
9. Evaluation
The students will accurately be able to describe a continent, country, or ocean with 80% accuracy using cardinal directions, latitude, longitude, Equator, and Prime Meridian to describe it, demonstrating their understanding of these terms and their ability to utilize them on a map and globe
Resources/Materials
Large classroom map
Globes and maps for each table
KWL chart
Handout
Blow up globe
Index cards and Marker
Paper and pencils
Assessment
Unit Pre-Assessment: KWL chart – students fill in the Know and the What You Want to Know/Learn portions of the chart on the first day Unit Post-Assessment: KWL chart – students fill in the Learn portion of the chart after each day in the unit, completing it the last day. Daily Lesson Plan Assessment: Student generated riddles – students create their own riddles using their knowledge of cardinal directions, latitude, longitude, Equator, and Prime Meridian.
Exceptionalities
ESOL/Students with Learning Differences:
Heterogeneous groups
Modeling, Pointing, and gesturing
Visuals
Handout
Gifted/Talented:
Crossword puzzle handout to be worked on if student finishes activity early
During the blow up globe toss use advanced descriptions that make it more challenging to locate a place, such as locate the place at 30 degrees longitude and 60 degrees latitude.
Discussion Notes
Students can take the crossword puzzle home and complete for homework
Encourage parents to do an experiment with their children or for students to try at home, where they create their own compass using a magnet, a paperclip, a plastic milk cap, and a bowl of water. (This experiment could also be done to extend the unit)
The blow up globe could also be used as an informal assessment of students
Teacher of this Lesson: Nicole Eagleston
Group Members: Staci Schaffer, Beth Ginsburg, Cooper Tisch, and Christa Kovanis
Thematic Unit Theme/Title/Grade Level: Geography / Maps, Globes, America and More / 2nd Grade
Group Wiki space address: sse3312geography.wikispaces.com
Daily Lesson Plan Day/Title: (Friday) Day 5 / Cardinal Directions, Latitude, and Longitude
Lesson Length: 45-50 minutes
a
- Second grade social studies students will learn cardinal directions, latitude, longitude, Equator, and Prime Meridian, so that when completing a riddle the student describes their continent, country, or ocean using the above terms with 80% accuracy.
Student ObjectivesSS.2.G.1.3: Label on a map or globe the continents, oceans, Equator, Prime Meridian, North and South Pole.
SS.2.G.1.4: Use a map to locate the countries in North America (Canada, United States, Mexico, and the Caribbean Islands).
(Design for Instruction)
- Begin by having students play a quick round of the “What Am I?” game. The teacher will remind students how to play. The students at each table of 5 will choose one student to guess the continent or ocean that is stuck to that student’s forehead. The other 4 students will each provide one clue that describes the subject on the index card, after which the chosen student will guess what they are. A timer will be set for 5 minutes.
- Teacher will ask students to give some examples of how they described the subject of the index card.
2. Objective- Teacher will tell students, “Today we will be learning about Cardinal Direction, latitude, and longitude which provide us with other ways to describe where a location is.”
3. Input- Each table is provided with a globe and a map.
- Teacher reminds students of the map elements, and points out the direction symbol labeled with N, S, W, E.
- Teacher asks students if they know what any of those mean.
- Teacher explains that each of those letters stands for a cardinal direction. N is north, S is south, W is west, and E is east. Each of these is a direction that describes where something is. North on a globe or map is always up, while South is down. West is on the left and East is on the right.
- Teacher has the students observe the horizontal and vertical lines that run across the globe, and shows them that maps have them as well.
- Teacher displays a large map at the front of the classroom, easily seen by all students.
- Teacher explains that the lines running up and down, North and South, are lines of longitude, and that the lines going across, West and East, the globe are lines of latitude. These lines form an imaginary grid on the map or globe that help pinpoint locations of places on Earth.
- Teacher has students observe the numbers in degrees on the map and globe and explain that lines of longitude and latitude are expressed in degrees.
- Have students locate 0 degrees longitude line on the globe or map.
- Teacher shows on large map where it is and explains that this is called the Prime Meridian.
- Have students locate 0 degrees latitude line on globe or map.
- Teacher shows on large map where it is and explains that this line is called the Equator.
- Teacher provides handout for students to keep in their social studies binder that visually represents these concepts and defines key terms. A crossword puzzle worksheet is handed out for students to work on if they have free time.
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4. Model
- Teacher shows them how to locate places on the large map using directions such as, the ocean that is to the right of the US. The continent north of the US. Students find these locations on their maps as well. Also, have students locate a certain degree line of latitude or longitude such as, 30 degrees longitude or 60 degrees latitude.
5. Check for Understanding- Teacher uses the blow up globe to toss to students to find on it the place the teacher states by using north, south, east, west, latitude, and longitude.
6. Guided Practice- Teacher uses cards from “What Am I?” game and has students describe the card by using cardinal directions, latitude, and/or longitude.
- Teacher has students find their home on globe or map.
- Students describe their location using cardinal directions, latitude, and longitude.
7. Independent Practice- Students create their own “What Am I?” riddle, incorporating cardinal direction, latitude, longitude, Equator, and Prime Meridian to describe the country, continent, or ocean that they choose.
- Teacher collects riddles.
8. Closure/Summary- Congratulate students on creating such great riddles. Remind students again of the different cardinal directions, north, south, east and west, longitude, latitude, Equator, and Prime Meridian, using the large map to show each.
- Students fill in what they have learned on their KWL chart.
- Students will review their entire KWL charts as a small group at their table. Teacher also prompts students to not only look at what they have learned but to see if they have gotten an answer to anything from the W, of what they wanted to learn.
- Students choose a representative from each table to share with the class some things that they have learned.
9. EvaluationUnit Post-Assessment: KWL chart – students fill in the Learn portion of the chart after each day in the unit, completing it the last day.
Daily Lesson Plan Assessment: Student generated riddles – students create their own riddles using their knowledge of cardinal directions, latitude, longitude, Equator, and Prime Meridian.
- Heterogeneous groups
- Modeling, Pointing, and gesturing
- Visuals
- Handout
Gifted/Talented: